Tuimarishe Kiswahili Chetu: Kitabu cha Wanafunzi wa Mwaka wa Pili-Tutu (Building Proficiency in Kiswahili: A Manual for Second-Third Year Swahili Students)

TUIMARISHE KISWAHILI CHETU: KITABU CHA WANAFUNZI WA MWAKA WA PILI/TATU

Building Proficiency in Kiswahili: A Manual for Second/Third Year Swahili Students

Lioba J. Moshi

University Press of America,® Inc. Lanham • Boulder • New York • Toronto • Plymouth, UK

Copyright© 1988 by University Press of America,® Inc. 4501 Forbes Boulevard Suite 200 Lanham, Maryland 20706 UPA Acquisitions Department (301) 459-3366 Estover Road Plymouth PL6 7PY United Kingdom All rights reserved Printed in the United States of America British Library Cataloging in Publication Information Available Illustrated by Susan Harby Library of Congres Cataloging-in-Pblication Data Moshi, Lioba J. Tuimarishe Kiswahili chetu : kitabu cha wanafunzi wa mwaka wa pili/tatu = Building proficiency in Kiswahili: a manual for second/third year Swahil students / Lioba J. Moshi. p. cm. Bibliography: p. 1. Swahili language—Text-books for foreign speakers—English. I. Title. II. Title: Building proficiency in Kiswahili. PL8702.M67 1988 496\39282421—dcl9 87-27466 CIP ISBN-13: 978-0-7618-3550-9 (paperback : alk. paper) ISBN-10: 0-7618-3550-4 (paperback : alk. paper)

\3 The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48—1984

Kwa wanafunzi wangu wote, ndugu na marafiki. "Penye nia pana njia."

Shukrani Ningependa kutoa shukrani za dhati kwa watu wote walioshiriki katika kuifanikisha kazi hii. Hasa ningependa kuwashukuru wakuu wa sehemu ya Masomo ya Kiafrika ya Chuo Kikuu cha Stanford na Chuo Kikuu cha California, Berkeley, Profesa James Lowell Gibbs, Jr. (Stanford) na Profesa David Leonard (Berkeley) kwa ruzuku iliyoniwezesha kuifanya na kuikamilisha kazi hii. Ningependa kumshukuru Bibi Susan Harby kwa kujitolea kwa masaa mengi kuchora picha zilizomo katika makala haya. Bila shaka picha hizi zimeimarisha umuhimu wa utamaduni na mila za Mwafrika. Ningependa pia kuwashukuru wanafunzi wa Kiswahili wa vyuo vikuu vya Stanford na Berkeley kwa kutumia nakala ya awali ya makala haya. Shukrani zangu za dhati zimwendee Ladislaus J. Semali ambaye amenipa moyo wa kuendelea na kazi hii hadi imemalizika, na pia kwa kuhakiki makala hii. Maoni yake juu ya sehemu mbalimbali za makala hii yalikuwa msaada usio na kifani. Pia ninapenda kumshukuru Elizabeth J. Frazer kwa kazi kubwa ya kusahihisha baadhi ya sehemu za makala hii. Shukrani nyingi ziwaendee: Profesa Abdulaziz Abdalah wa Chuo Kikuu cha Nairobi, Bibi Albina Chuwa, Taasisi ya Uchunguzi wa Kiswahili, Chuo Kikuu cha Dar es Salaam, kwa mawazo yao ambayo yalinipa mwangaza juu ya mambo yafaayo kutumiwa katika makala hii kuridhisha kiwango kilichokusudiwa.

Lioba Moshi

v

Yaliyomo Shukrani Utangulizi

iii iv

Somo la Kwanza 1 Mazoezi maalum: A na B 1 Ufahamu: Mazungumzo 2 Maswali ya Ufahamu 3 Kazi Maalum 3 Habari za Sarufi 3 *a,of association 3 Contractions 4 Reduplication 5 The Possessive forms 6 Other possessive forms 6 Msamiati 7 Somo la Pili 9 Mazoezi maalum: A, B na C 10 Ufahamu: Ujamaa Vijijini 10 Maswali ya Ufahamu 10 Kazi maalum 10 Habari za Sarufi 11 ote, o ote 11 Msamiati 12 Somo la Tatu

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Mazoezi maalum: A na B 13 Ufahamu: Maisha ya Nyumbani Maswali ya Ufahamu 16 Kazi maalum 16 Habari za sarufi 16 Irregularity in noun classes 16 Diminutives 17 Augumentatives 18

15

Vll

Collectives 19 Msamiati 19 Somo la Nne 21 Mazoezi Maalum: A, na C 21 Malezi ya Watoto 21 Maswali ya Ufahamu 22 Kazi maalum 22 Habari za sarufi 23 The Relative form 23 The negative of a relative form 23 Msamiati 24 Somo la Tano 25 Mazoezi maalum: A na B 25 Usafiri Unguja 25 Maswali ya Ufahamu 25 Kazi maalum 27 Habari za sarufi 27 The Passive form 27 Msamiati 29 Somo la Sita 31 Mazoezi maalum: A na B 31 Sehemu za Mwili 32&33 Matumizi ya Lugha 34 Maswali ya Ufahamu 34 Kazi maalum 35 Habari za sarufi 35 More on Relativization 35 Msamiati 36 Somo la Saba 37 Mazoezi maalum: A na B Ufahamu: Uhuru ni Nini? Maswali ya Ufahamu 38 Kazi maalum 39 Habari za sarufi 39 The infinitive form 39 Msamiati 42

37 37

Somo la Nane 45 Mazoezi maalum: A, B na C

45 vin

Mashairi 46 Shairi juu ya Mkulima 46 Maswali ya Ufahamu 47 Kazi maalum 48 Msamiati 48 Somo la Tisa 49 Mazoezi maalum: A, B na C Adui wa Wakulima 50 Maswali ya Ufahamu 51 Kazi maalum 52 Habari za Sarufi 52 The -ka- aspect marker 52 The negative of -ka- 52 Msamiati 53 Somo la Kumi 55 Mazoezi maalum: A na B Adui wa Afya 56 Maswali ya Ufahamu 57 Kazi maalum 58 Habari za Sarufi 58 More on negatives 58 Msamiati 60

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55

Soma la Kumi na Moja 61 Mazoezi maalum: A na B 61 Mchezo wa Ng'ombe 61 Maswali ya Ufahamu 63 Kazi maalum 63 Habari za sarufi 63 Conditional tenses 63 Msamiati 67 Somo la Kumi na Mbili 69 Mazoezi maalum: A na B 69 Michezo Shuleni 70 Maswali ya Ufahamu 70 Kazi Maalum 70 Habari za sarufi 70 The causative form 70 Msamiati 73 ix

Somo la kumi na Tatu 75 Mazoezi maalum: A, B na C 75 Ufahamu: Ukosefu wa Maji Vijijini Maswali ya Ufahamu 76 Kazi maalum 77 Habari za sarufi 77 The Stative form 77 Msamiati 79

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Somo la Kumi na Nne 81 Mazoezi maalum: A, B na C 81 Ufahamu: Muundo wa Mashairi 83 Shairi la 'Kipi Bora» 83 Maswali ya Ufahamu 83 Shairi la 'Mapatano' 84 Maswali ya Ufahamu 84 Kazi maalum 85 Msamiati 86 Somo la Kumi na Tano 87 Mazoezi maalum: A na B 87 Ufahamu: Huduma za Afya Kisiwani Unguja Maswali ya Ufahamu 89 Kazi maalum 89 Habari za sarufi 90 Conjunctions 90 Msamiati 91 Somo la Kumi na Sita 93 Mazoezi maalum: A, B na C Ufahamu: Ajali Haina Kinga Maswali ya Ufahamu 95 Kazi maalum 95 Habari za sarufi 95 Interjections 95 Msamiati 97

93 94

Somo la Kumi na Saba 99 Mazoezi maalum: A na B 99 Ufahamu: Elimu ya Kujitegemea Maswali ya Ufahamu 101 Kazi maalum 101

100

x

88

Msamiati 102 Soroo la Kumi na Nane 103 Mazoezi maalum: A na B 103 Ufahamu: Chuo Kikuu cha Dar es Salaam Maswali ya Ufahamu 105 Kazi maalum 106 Habari za sarufi 106 Usemi wa msemaji ('direct speech') 106 Fractions 106 Msamiati 107

103

Somo la Kumi na Tisa 109 Mazoezi maalum: A na B 109 Ufahamu: Kuchagua Mchumba kwa Wachaga 109 Maswali ya Ufahamu 110 Kazi maalum 111 Habari za sarufi 111 Auxiliary verbs 111 Msamiati 113 Somo la Ishirini 115 Mazoezi maalum: A na B 115 Ufahamu: Uteuzi wa Lugha ya Taifa Maswali ya Ufahamu 117 Kazi maalum 118 Msamiati 119 Nyongeza Methali

121 121

Vitendawili

125

Majibu ya Vitendawili Misemo

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126

Majibu ya Maswali katika Masomo Jedwali Msamiati

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143 145

Maelezo (footnotes) 163 Marejeo ya Vitabu XI

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INTRODUCTION 1. A b o u t t h e M a n u a l "Tuimarishe Kiswahili Chetu" is a manual intended for students who have had at least a year of Kiswahili or the equivalent. The manual is primarily intended for classroom use. It may, however, be used by individual students outside of the classroom. It will be more useful in a classroom situation where the instructor's help is available and where contact with other students is possible in order to improve conversational skills. The materials in the manual are intended to help the student to steadily build proficiency in the language by speaking, reading to understand, and writing. Consequently, there is an emphasis on conversation, comprehension and composition while strengthening those parts of the grammar that are essential in mastering the language. Each lesson contains a section on special exercises (Mazoezi M a a l u m ) , a passage for comprehension ( U f a h a m u ) , questions from the comprehension passage (Mazoezi ya U f a h a m u ) , special assignment (Kazi M a a l u m ) , a brief description of selected parts of the grammar (Habari za sarufi), and vocabulary from the exercises and the comprehension passage (Msamiati). 2. M a z o e z i M a a l u m These are exercises emphasizing a specific aspect of the grammar. Answers to these exercises can be found in the appendix N y o n g e z a at the end of the manual. It is recommemded that the parts of grammar involved in these exercises are reviewed before the students attempt to do the exercises. Alternatively, the instructor can assign the exercises in advance to determine the level of difficulty and consequently how much of the grammar in that lesson need to be reviewed. 3. U f a h a m u The passages in this section provide a wide range of subjects that can be used as a stimulus for further discussions in class or as the basis for essay writing. T h e passages are selected in such a way that the student is able to build on what he/she already knows from the previous exercises. If the manual is used systematically, the student will notice satisfying progress in his/her competence and performance in the language. xiii

4. M a s w a l i y a U f a h a m u These are a set of comprehension questions and exercises intended to improve the student's comprehension skills as well as make use of the vocabulary used in the reading. Students should be encouraged to use their own words as much as possible rather than copying the answers straight from the passage. Some of the questions demand a thorough understanding of the passage in order to give an appropriate answer. That is, some of the questions require some creativity and the ability to relate the information in the passage with personal and everday experiences. 5. K a z i M a a l u m K a z i M a a l u m is an exercise that can be used for essay writing or class discussion. It draws from the comprehension passage. It is designed to stimulate a fruitful class discussion. It is also an opportunity for the students to put to practice the new vocabulary and grammar. If it is used as an essay assignment, it is a good idea for the students to read their essays in class. This will be a chance for the students to share their ideas using the language. Other students should be encouraged to ask questions arising from the student's essay. Thus the class will have an opportunity to work together more. A language is best learned in context rather than in isolation. Student participation helps the learner to develop personal confidence in using the language. Kazi M a a l u m can also be used instead of a regular test or examination. 6. Habari za Sarufi The grammar section provides a summary of specific points of grammar in t h a t lesson. The manual is not intended to serve as a Swahili grammar book. There are ample grammar books on the market that can be used to supplement what the grammar section at the end of each lesson provides. The ultimate aim is to improve the student's communicational skills rather than his/her competence in Swahili grammar.

xiv

7. Msamiati At the end of each lesson there is a vocabulary list mainly from the Mazoezi Maalum and Ufahamu. In addition, there is a master list at the end of the manual for quick reference. If a word is preceded by a dash (.) it indicates that word is a verb.When there is no dash it is a noun, adiective or an adverb. The vocabulary list is by no means exhaustive. It is advisable for students to own a Swahili-English Dictionary. However, the students are encouraged to focus on the context in which a word is used for its contextual meaning. Using the vocabulary in sentence bulding and essay writing is also strongly recommended. 8. Appendices The Appendix has five parts. Part one, which is Methali, contains the most commonly used 'Proverbs'. Part two contains the most commonly used Vitendawili 'Riddles'. Part three, which is Misemo, contains the commonly used 'Sayings'. An English translation is provided for each 'Proverb', 'Riddle', and 'Saying'. The 'Proverbs' and 'Sayings' can be used as a basis for essay and story writing. They can also be used as a basis for discussions in the class where students talk about how they understand a particular 'Proverb', or 'Saying'. At best, 'Riddles', can be used just for fun. Part four contains answers to the exercises at the beginning of each lesson (i.e. Mazoezi Maalum). Part five, which is Jedwali, contains a summary of essential pronominal concord for quick reference.

SOMO LA KWANZA MAZOEZI MAALUM A Jaza nafasi hizi kwa kutumia 'a' ya uhusiano ("preposition") 1. 2. 3' 4. 5. 6. 7. 8. 9. 10.

Mwanafunzi Mambo kabla Nyuzi Somo Visanduku Uhuru Sura Nyumbani Nafasi

kwanza. shule. kulala. kushonea. Kiswahili. barua. nchi Afrika. watu hawa. wazee wangu. kusoma.

B. Jaza nafasi zilizoachwa kwa kutumia 'a* ya uhusiano 1. 2. 3. 4.

Wafanyakazi walikuwa furaha kwa sababu ilikuwa siku ya kupumzika. Wanafunzi watakuwa na siku mbili kupumzika kesho. Walipewa nafasi kuzungumza na wageni. Kuna mashindano mbalimbali, kama vile, mpira kikapu, mbio masafa marefu, mbio kupokezana, na mashindano ndondi. 5. Wanafunzi wanapenda mashindano mchezo soka. 6. Hawana maji na chakula kutosha. 7. Watawapa pesa na mahitaji mengine safari.

C. Tumia "ake" na kamilisha vifungu hivi 1. 2. 3. 4. 5.

mama mto kikapu nywele nyumbani

6. 7. 8. 9. 10.

1

sikio ng'ombe rafiki maziwa ukuu

Ufahamu MAZUNGUMZO Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu

Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu Aisha Ayubu

• I

Hujambo kaka, jina langu ni Aisha I Sijambo dada Aisha. Jina langu Ayubu 1 Ninafurahi kukufahamu. Unatoka wapi Ayubu? 9 Nat oka Kenya, sehemu za Afrika ya Mashariki. Na wewe je? H Natoka sehemu hizo hizo, lakini si Mombasa. 1 Bado ninasubiri Aisha, au hutaki kuniambia watoka wapi. I Unaweza kubuni. Jaribu mara tatu kama hutaweza kubuni nitakuaJ Aaa...mmm... Nafikiri unatoka Kenya pia labda Nairobi. 1 Hapana Ayubu, nitakusaidia kidogo. Sitoki Kenya. Kwa hivyo NajJ si mji wangu. T Sasa nimefahamu. Unatoka Tanzania sivyo ? I Ndio, lakini Tanzania ni kubwa. Bado hujabuni mji wangu. I Aisha, hii si haki. Mimi nilikuambia jina langu na ninatoka w a p i l j wewe unanipa kazi ya kubuni unatoka wapi. Hii si haki hata kidogy Haya basi. Kwa kweli nilizaliwa Unguja lakini sasa wazazi wangu waj Tanzania Bara, mjini Tanga. I Ahaa. Unafanya nini hapa Marikani? I Ninasoma. Ninasoma Chuo Kikuu cha Stanford. Na wewe, unafj nini hapa? I Ninatembea tu. Wazazi wangu ni wafanyi biashara. Wana duka lad huko nyumbani. Sasa wamekuja hapa kwa shughuli za biashara l Mimi nimekuja nao ili nione Marikani kidogo. Hii ni mara yako ya kwanza kufika Marikani? Ndio, lakini nimetembea sana Ulaya, hasa Uingereza, Ujerumani, Ufaranza. Nilisoma Uingereza katika Chuo Kikuu cha Oxford. Ulisomea nini? Nilisomea mambo ya biashara. Ninategemea kuwasaidia wazazi wq na labda baadaye nitaanza biashara yangu mwenyewe. Ni mawazo mazuri hayo. Labda tutaonana tena. Ni lazima nionds sasa. Rafiki yangu ananisubiri. Asante. Mimi pia, nimefurahi kuzungumza nawe. Nitafurahi kukw tena. Labda unaweza kunipigia simu leo jioni. Aaa mmmmm.... Simu yangu ni mbili- mbili- nne, sifuri- moja- sita -tatu , &n takupigia mimi. Simu yako ni ? Haidhuru, nitakupigia mimi. Kwa heri Ayubu. Kwa heri ya kuonana Aisha.

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MASWALI

YA U F A H A M U

Jibu maswali yafuatayo 1. Mazungumzo haya ni kati ya nani? 2. Aisha na Ayubu ni marafiki? 3! Toa sababu kwa jibu lako la 2. 4 Aisha na Ayubu wanatoka nchi moja? 5 Aisha na Ayubu wako Marikani lakini kila mmoja ana sababu tofauti za kuwa Marikani. Taja sababu hizo. 6 Kwa nini Ayubu alisema: "Hii si haki h a t a kidogo?" Andika sentensi kwa k u t u m i a m a n e n o yafuatayo ili kuleta m a a n a kamili -subiri buni si haki bara wafanyi biashara shughuli -taja maana kamili

Kazi M a a l u m Wanafunzi waandae mazumgumzo baina ya watu wawili au zaidi. Mazungumzo haya yanaweza kutumiwa darasani kwa njia ya mchezo wa kuigiza. H A B A R I ZA S A R U F I A . T h e 'a' of association This form was referred to in the exercises as -a ya uhusiano. It is also known as 'a' binder. In the example: somo la Kiswahili, the a of la associates or binds sorno to Kiswahili. The prefix of the binder is the class-designator of the subject. That is, the same prefix that appears on verbs to designate the subject of that verb. With the pronoun concord, a makes the phrase an adjective with (a) A possessive concept. For example: mtoto wa Juma. (b) A descriptive concept. For example: mtoto wa tatu. 3

kiti cha mbao. mahali pa kupendeza. With ku, -a helps to express an adverbial concept. (a) By means of. For example: kwa motokaa. (b) By reason of. For example: kwa hasira. (c) Manner or state. For example: kwa bidii. (d) Place. For example: kwa Mzee Juma. 'at mzee Juma's (place). (e) In respect to. For example: Wote walikaribishwa, wazee kwa watoto. "All were invited, old and young" With ( n' of association, it may be interpreted as a preposition or a conjunction. (a) Prepositional. For example: Alikwenda na Juma. "He went with Juma." Alikuwa nacho. "He was with it/He had it." Ninaye kaka mmoja. "I am with/I have one brother." (b) Conjunctional. For example: mama na mwanaye. "A mother and her child." B. Contractions Sometimes when na with the conjunctional concept is used with a personal pronoun, we may get a contracted form as in nao which is a contracted form of na + wao. Thus, na + mimi —• nami 4

na na na na na

+ + + + +

wewe -> nawe ycye — naye stsi -»• nasi ntnyt - • nanyi twao —• nao

Note the following when associating -a with the following class-designators. 1 In class 1, the w a is derived from y u . This is the same y u that you find in y u l e "that one". Thus, y u + - a -+ y u a -> y w a -> wa. The plural which is what we are calling class 2, is wa. Thus, w a + a - • wa. 2. In class 3 , u 4- a —> w a . The plural, class 4, i + a —• ya. The same applies to class 6, the plural of class 5. 3. In class 7, ki + a —• cha. Its plural, class 8, v i + a —• v y a . (see " Jedwali" pg. 130 for the noun class and agreement system chart). C. Reduplications Reduplication intensify as well as make anaphoric reference to something that has just been said. We saw one kind of reduplication in the Reading Lesson hizo h i z o . These are called emphatic demonstrative forms or intensifiers. When any of these forms is used it has to agree in class with the element to which it is making anaphoric reference. In the Reading Lesson, Ayubu says: "Natoka Kenya, Afrika ya Mashariki." Aisha says: N a t o k a s e h e m u hizo hizo. H i z o hizo implies Afrika ya Mashariki which is what Ayubu just said. Here is a short dialogue with some more examples of reduplication. M: Unakwenda wapi Aisha? A: Ninakwenda Montreal, na wewe je? M: Ninakwenda h u k o h u k o . A: Aa... ni ajabu sivyo, kuwa tuna safari moja. Unakwenda kufanya nini huko Montreal? M: Kuna mkutano wa masomo ya Kiafrika. A: Vizuri. Na mimi ninakwenda kwenye mkutano huo huo. M: Unachukua ndege gani? A: American Airways. Na wewe je? M: H i y o h i y o . In the dialogue I have used only a few of the intensifiers. Any demonstrative can be used similarly to satisfy the needed emphasis (cf. Ashton (1947, p. 305-307) for additional discussion on contractions).

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D . T h e P o s s e s s i v e form The basic ones are: - a n g u , -ako, -ake, - e t u , -enu, -ao. Like the a of association, they take a class designator of the subject However, there are some irregularities with nouns of kinship For example, baba, m a m a , babu and others referring to animals like n g ' o m b e , paka, simba. Because such nouns do not show a distinction between singular /plural (For example, m t o t o , watoto) they are included in class 9/10 ( generally known as the n / n or 0 / 0 class). Nevertheless, they do not exclusively follow the agreement patterns of nouns under this group. Except in association with possessive forms and the a of association, these nouns follow the pattern used by nouns in the m / w a group otherwise called class 1/2. While speakers may say: b a b u w a / y a J u m a , babu w a / z a J u m a , they would say: b a b u y a n g u , babu z a n g u (but not babu w a n g u ) . With non-human nouns, speakers may say: singular: n g ' o m b e w a J u m a (and not n g ' o m b e ya J u m a ) Plural: n g ' o m b e w a / z a J u m a Singular: n g ' o m b e w a n g u (and not n g ' o m b e y a n g u ) Plural: n g ' o m b e w a n g u / z a n g u . £ . Other P o s s e s s i v e forms - e n y e denotes "having" something or an activity. Its object must always be expressed. For example, m w e n y e n y u m b a where n y u m b a is the possessed object, - e n y e takes the class designator of the subject just like the other possessive forms discussed above except when referring to a living being. In such a case, it takes the noun concord. For example: duka lenye vitabu - u a shop with books." but: m t u m w e n y e chakula- "a person with food." N g ' o m b e m w e n y e shingo ndefu- "A cow with a long neck." 6

The form -enyewe is used with any noun for emphasis and translates "alone", "precisely", "the one in reference". It stresses the identity of that noun. For agreement, it follows the same rules as -enye. Thus: mzee mwenyewe alikuwa na pesa nyingi. "The oldman himself had a lot of money." kitabu chenyewe kina picha za wanyama. "The book itself has pictures of animals." Note: Both of these examples have been given the neutral interpretation. If -enyewe is stressed, the interpretation will include precisely*. If the nominal ( That is, mzee, kitabu) is stressed, the interpretation will imply 'the one in reference\ MSAMIATI -buni haidhuru haki mbio za kupokezana mbio za masafa marefu mpira wa kikapu ndondi -pokea -pokezana shughuli soka -subiri

guess. never mind, no harm, harmless. fairness, right, justice, lawfulness. relay race. marathon. netball, basketball. boxing. receive. act of giving and receiving from one another. business, engagement, occupation. soccer. wait, be patient.

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SOMO LA PILI MAZOEZI MAALUM A. Tumia ' -ote' kwa kukamilisha vifungu hivi I. wakulima 2. majemadari., 3. wakufunzi 4. watalii 5. kiangazi 6. uhuru 7. kutafakari 8. nyumba 9. magonjwa 10. kisigino II. chura 12. mizizi B. Tumia '-o -ote' kwa kukamilisha vifungu hivi 1. mzee 2. ukuta 3. jicho 4. kidole 5. mlima 6. mbwa 7. mahali 8. bibi 9. shoka 10. motokaa. C. Jaza nafasi kwa kutumia vipengele vilivyowekewa alama () 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Nili ona jana (ku, ni). Juzi nilikuwa hapa, nani ali ona (m, ni)? Mwalimu amekuja hapa, tuli pa zoezi la nyumbani (ku, ni, m). Wageni walikuwa hapa, tuli peleka kuona sinema (ku, ni, wa, mw). Kama mgonjwa atakuja leo, daktari ata ona (ni, mw, wa). Je, baba ali ambia nini mama (ni, ku, mw)? Je, ali ambia nini sisi (ku, tu, wa)? Je, wageni watafika lini? Ninataka ku ona (tu, wa, mw). Ninataka ku ambia kitu wewe si wao (tu, wa, ku). Ninajua kila kitu unachotaka ku ambia watu hawa (ku, m, wa).

9

Ufahamu UJAMAA VIJIJINI 1 Jamaa ya Kiafrika ya zamani iliishi kwa misingi ambayo sasa tunaiita misingi ya ujamaa. Kama unawauliza wanaishije, hawatakujibu kisiasa kama tunavyojibu sasa kwamba wanaishi kijamaa. Waliishi tu kijamaa na wala hawakujua namna nyingine ya kuishi. Waliishi pamoja na kufanya kazi pamoja kwa sababu hivyo ndivyo walivyoelewa maisha. Hivyo ndivyo walivyoweza kusaidiana kupambana na matatizo mbalimbali ya maisha - mvua na jua, maradhi, hatari za wanyama au binadamu wengine, na safari nzima ya tangu kuanza maisha mpaka kufikia mauti. Matunda ya kufanya kazi pamoja hayakuwa yakigawanywa sawa sawa kabisa, lakini sheria za kugawanya zilijulikana na pia misingi yake ilikuwa kwamba kila mmoja wa jamaa ana haki ya kupata chakula cha kutosha, mavazi ya kutosha, na mahali pa kulala kabla mwingine (hata mkubwa wa jamaa) hajapata zaidi ya hapo. Walijiona kwamba ni kitu kimoja; na lugha yao na vitendo vyao vilisisitiza umoja wa jamaa yao. Mahitaji ya lazima ya maisha yalikuwa ni "chakula chetu", "ardhi yetu", na "ng'ombe wetu". Hata namna ya kuwasiliana ilisisitiza umoja na uhusiano wa jamaa. Mzee Fulani, Mjomba Fulani, Shangazi Fulani, Binti Fulani au Bin Fulani; mama Fulani au Baba Fulani; au mke mwenzi Fulani na kadhalika. Waliishi pamoja na kufanya kazi pamoja; na matunda ya kazi yao yalikuwa ni mali ya jamaa nzima. MASWALI YA UFAHAMU Jibu maswali haya 1. Mwandishi wa habari hii anasema misingi ya ujamaa ni nini? 2. Jamaa ya kiafrika iliishije? 3. Matunda ya kazi ya pamoja yalikuwa mali ya nani? Yaligawanywa sawa sawa? 4. Kwa nini watu walikuwa na namna maalumu wa kuitana? Waliitanaje? Tumia maneno haya katika sentensi misingi kujiona

kupambana sisitiza 10

gawanya uhusiano

Kazi m a a l u m Wanafunzi wafafanue mada ya "Ujamaa" waielewavyo. Wanaweza kujadiliana juu ya faida au hasara za kuishi kijamaa. H A B A R I ZA S A R U F I ote and o o t e ote and o o t e may be used with nouns to qualify or describe them. Some grammars call them adjectives. However, they have a quantifier and a qualifier function. The interpretation of o t e depends on whether the noun in association is singular or plural. If it is singular, it implies "wholeness", "completeness". K i t is plural, it implies "total". For example: M t i w o t e - " the whole / entire tree." Miti y o t e - "all the trees." It may sound strange to native speakers if you say m t u y o t e although in English you can conceptualize "a whole person". For native speakers of Kiswahili, a person is whole and is not made up of single pieces. A whole person is generally referred to as m t u m z i m a which also means "an adult" or "a healthy person." The interpretation of o o t e is not affected by the singular / plural distinction of the noun. It may be translated to "any", "whatsoever", "whoever" etc... depending on the general interpretation of the noun. For example: m t u y e y o t e "anyone", "whoever". mahali p o p o t e "any place", "anywhere". For Example: M t u y e y o t e anaweza k w e n d a k u m w o n a rais w a nchi? K a m a w e w e ni m g e n i , unaweza k u t e m b e a mahali p o p o t e ?

11

MSAMIATI -chota chura -elewa -fafanua fulani -ishi -jadili kiangazi (ki)sigino mada (ma)jemadaxi maradhi (m)singi mauti -p am ban a shangazi shoka -sisitiza tafakari uhusiano (vi)pengele (wa)kufunzi -wasiliana (wa)talii

take up water a little at a time.

frog. understand, comprehend. explain. some fellow, so and so. live, survive, exist. discuss. summer, hottest season of the year. heel. notion. army general. disease in general, sickness. foundation, primary. death. confront, deal with severely. aunt axe. insist, enforce.

think. relationship. a part of (i.e a part of a word). instructor. comunicate with each other. tourist.

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SOMO LA TATU MAZOEZI

MAALUM

A Tumia '-a' ya uhusiano ill kukamilisha vifungu hivi 1 2 3. 4. 5 6. 7. 8. 9. 10.

Mwanafunzi chuo kikuu Dar es Salaam. Nyumba mzee Juma kijiji Mbezi. Barua (wingi) washiriki mlchezo Olympiki. Mlangoni meneja kiwanda kutengenezea viatu. Kifo baba yake kilimsikitisha sana mama watoto hawa. Chumbani watoto kuna takataka kila aina. Meli Waingereza ilitia nanga katika bahari Hindi. Uhuru watumwa haukupatikana mpaka Waingereza walipofika. Afya watoto hawa si nzuri kutosha. Kusoma watoto hawa hakuridhishi.

B. Yapange maneno haya katika mafungu yanayopatana. Kwa mfano: mtoto, mwalimu, mgeni. ni fungu moja kwa sababu ni majina katika darasa la m-wa (1/2) la nomino za Kiswahili (tazama habari za sarufi kwanza). mtoro mahali chakula mkurugenzi kiwanda ukuta ndizi wasemaji mtalii embe

vitanda sanduku mifuko mbuzi chura dirisha milima babu darasa mzizi

pahali mabuzi ufa kondoo kijito matunda wazee simba somo majia

goma rafiki madege vitoto majitu buzi marafiki mababu vijembe

C. Jaza nafasi hizi kwa kutumia umbo sahihi la neno lililo katika alama za ( ) 1. 23. 4.

Waimbaji waliimba (-zuri) lakini walicheza —(baya). Ni (-gumu) kupata kazi siku hizi hata kama una digrii. Mbwa alibweka (-kali) aliposikia kelele nje ya mlango. Alitembea (polepole) kwa sababu yeye ni kilema. 13

5. "Kimbia (upesi)", mwalimu alisema. 6. Kama hutakula (taratibu) chakula chako hakitakufaa. 7. Kutembea (haraka) kunasaidia damu kusafiri katika sehemu za. mwili.

rudika s a m e h e —• sameheka sahau —• sahaulika 4. It is possible to form stative verbs from nouns, adjectives, or adv k erbsb adding-ka. >' For example: shughuli —• shughulika bahati —• bahatika tajiri —> tajirika Note that the stative is not expressed by the form -ka only. Some VPTK. are inherently stative without the -ka form. For example: t a z a m a 'look a t ' n y a m a a 'be silent' a n d a m a ( n a ) 'follow (each other) 1 kaa 'stay', 'sit' The primary function of the stative marker is to express a state. In addition it expresses potentiality (i.e. the capability to happen or to be fulfilled). Generally, a stative verb takes the tense marker m e . But when expressing potentiality it may take other tenses and also the na of association. For example: p a t a —• patikana 'obtainable 1 w e z a —• wezekana 'possible'

78

MSAMIATI

bomb* budi .dumu .faidika .fanikiwa gharama .gbarimu -hifadhi .bimiza -husika -kauka kisiki

kivuli (ma)tatizo mayowe mkondo -sambaa/sambaza -sanya shime -tatua umwagiliaji usambazaji unyevu (vi)sima vumbua •zuia

dam. pipe. of necessity, no e s c a p e , n o w a y out. lasting. profit, benefit. b e successful. cost, e x p e n s e , price. cf. g h a r a m a , ( t o ) cost . protect, provide sanctuary. urge. b e involved. dry u p . a tree s t u m p . s h a d e , shadow. p r o b l e m s , hardships, inconveniences. wailing. current, flow, rush, passage. scatter, spread, distribute. collect. used as an appeal for collective effort. solve (lit. tear). act of pouring (cf. mwaga). distribution. dampness. well. discover, find by chance. prevent.

79

SOMO LA KUMI NA NNE MA ZOEZI

MAALUM

A. Chagua sentenzi iliyo sahihi kati ya zifuatazo la Alikuja nilikuwa ninasoma. b Alikuja nilipokuwa nikisoma. Alikuja nilipokuwa nilisoma. 2a. Nimeona vile wewe unafanya. b. Nimekuona unafanya. c. Nimekuona vile unavyofanya. 3a. Niliambia yeye asichelewe. b. Nilimwambia asichelewe. c. Nilimwambia kuwa yeye asichelewe. 4a. Kichwa kinaniuma b. Kichwa kinauma mimi. c. Kichwa changu kinauma mimi. 5a. Utakata kidole chako. b. Utajikata kidole chako. c. Utakikata kidole chako. 6a. Tulishindwa kufungua ule mlango. b. Hatujaweza kufungua mlango ule. c. Hatujaweza kuufungua mlango ule. 7a. Samaki waliwekwa chumbani ya barafu. b. Samaki ziliwekwa chumbani mwa barafu. c. Samaki waliwekwa katika chumba cha barafu. 8a. Wamo watu wawili garini. b. Kunao watu wawili ndani ya gari. c. Watu wawili ni ndani ya gari. 9a. Zawadi hizi watapewa washindi wote. b. Zawadi hizi zitawapewa washindi wote. c Zawadi hizi zitapewa kwa washindi wote. 10a. Dirisha hali wazi. b - Dirisha haliko wazi. c - Dirisha si wazi.

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B. Chagua neno moja na jaza nafasi hizi. 1. Mama aliporudi nyumbani alikuwa amebeba faru, mtungi, nyumba, motokaa. 2. Zainabu ana mazoea ya kula chakula bila kunawa, hanawi, ananawa, hakunawa. 3. Nilisahau kumrudishia viatu zake, yake, lake, vyake. 4. Alipowasili, alikaribishwa vyema kwa fujo, vifijo, kelele, matata. 5. Kazi ya mpishi ni nzuri isiyo na ngumu, faida, kifani, maana. 6. Licha ya kuwa yeye ni mwizi na mnyang'anyi, ni mkorofl, mkongwe, mtaratibu, mwema. 7. Pesa zangu zimo paani, mezani, mvunguni, mfukoni. 8 ni mseja. baba yangu, m a m a yangu, dada yangu, kaka yangu. 9. Alipozirai alizungumza vizuri, alitaka chakula, alifunga macho, aliomba msamaha. 10. Kwa sababu aliumia mguu, aliondoka kiwanjani akichechemea, akitimka, akiruka ruka, akitambaa. C. Badilisha sentenzi hizi kwa kutumia wakati ujao 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Jana nililala saa sita. Nimemwambia aje kuniona. Suzana ni mwanafunzi wa Chuo Kikuu cha Stanford. Viti alivyonunua ni vizuri lakini ni ghali sana. Sikununua mananasi yo yote mwaka jana. Mwanafunzi huyo amekwenda kwao. Walipofika karibu na bandari waliona nyumba za wenyeji. Nchi zinazopata uhuru sasa zina shida kubwa za kiuchumi. Kuna mashindano ya mpira leo jioni. Aliyefika ni mwanae, si yeye mzee.

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tjfahamu MUUNDO WA MASHAIRI Katika somo la nane, tulisoma juu ya uandishi wa mashairi. Tuli: uU ya beti, vina, kituo, na mizani. Tulisoma shairi juu ya ukulima. nrsVona kwamba lugha ya ushairi si lugha ya kawaida kama watumiavyo t u wanapozungumza. Mshairi anaweza kulazimika kupunguza au kutreza silabi katika maneno anayotumia. Kwa mfano shairi la Ukulima, beti wa kwanza, mstari wa kwanza, mwandishi anatumia neno zindukana. badala ya zinduka.. Hapa mwandishi ameongeza silabi moja ill kuwa na mizani y a kutosha kwa mstari huo. Pia mwandishi hatumii mnyambuliko wa vitenzi kama tutumiavyo wakati wa kuzungumza. Kwa mfano, mwandishi anaweza kusema "wengi tafaidika" badala ya "wengi watafaidika". Kwa kulisoma shairi kwa makini, unaweza kuona baadhi ya maneno ambayo mwandishi amegeuza mnyambuliko wake ill kuzingatia kanuni bora za uandishi wa mashairi. Yafuatayo ni mashairi machache mafupi ambayo tutayasoma na kuona jinsi mwandishi anavyoitumia lugha katika ushairi. Shairi la Kwanza KIPI BORA? Enyi ndugu mashuhuri, bado sijahakikisha Ningali ninafikiri, kichwa chanigonganisha Wenzangu wakishairi, mawazo yanikondesha Chakula, hewa, na maji, Kipi ni bora zaidi Mwenzangu nahangaika, swali linavyotingisha Vitu vitatu hakika, kweli vinaniangusha Wananchi wasifika, shime kunisalimisha Chakula, hewa, na maji, Kipi ni bora zaidi MASWALI YA UFAHAMU Jibu maswali yafuatayo l

- Shairi hili ni juu ya nini? L P 1 ^ 6 1 1 0 g^ni ambayo mshairi amebadilisha mnyambuliko wake ill kuzingatia kanuni za uandishi wa mashairi. Ameyabadilishaje? 83

3. Kwa kutumia maneno yako mwenyewe, eleza anayosema m8k • shairi hili. ** *4 Shairi la Pili MAPATANO Japo sikuhudhuria, wa Arusha mkutano. Ndevu nilifurahia, yale maafikiano. Kwa Kenya na Somalia, kuunganisha mkono. Yadumishe mapatano, ya Kenya na Somalia. Ulikuwa ni udhia, tena ni aibu mno. Nchi zilizo huria, kuanzisha farakano. Mipaka mwaigombia, pasi na masikizano. Yadumishe mapatano, ya Kenya na Somalia. Majuzi walipokea, kwenye majadiliano . Kaunda kajitolea, yarejeshwe mapatano. Kwani ndugu wakilia, jirani hali vinono . Yadumishwe mapatano, ya Kenya na Somalia . Zikafikiwa hatua, za kushikana mikono. Egal wa Somalia, Kenyatta wa Kenya ino. Meza moja wakakaa, kwamba mwisho wa mapigano. Yadumishwe mapatano, ya Kenya na Somalia.

MASWALI YA UFAHAMU Jibu maswali yafuatayo 1. 2. 3. 4.

Unafikiri mshairi alikuwako katika mkutano wa Arusha? Mapatano anayozungumzia mshairi ni kati ya nani na nani? Kwa nini mwandishi anasema ni "aibu"? Nchi azungumziazo mwandishi, zilipatana baada ya mkutano? Anoi** mstari wa shairi unaothibitisha jibu lako. 5. Mstari wa mwisho ni kiini au ni kituo cha shairi. 6. Vipange vina vya shairi hili kama vinavyoonyeshwa katika shairi. 7. Tafuta maneno ambayo mshairi amebadilisha mnyambuliko wake kuzingatia idadi ya mizani. Onyesha alivyobadilisha. 84

8

'

Wa

KftZ i

tika mazungumzo ya kawaida, msemaji angesemaje mawazo ya ubeti tatu wa shairi hili. Maalum

Raada ya kusoma mashairi haya, wanafunzi waandike shairi fupi (beti 3 hadi 5) J u u y a j * 1 1 ^ 0 lo lote, kwa mfano, siasa, mapenzi, maonyo, jnasomo, na kadhalika.

85

MSAMIATI aibu -angusha baadhi -dumisha -faidika farakano -geuza ghali -gonga -gomba hakikisha -hangaika -hudhuria huria -jitolea -konda (ma)jadiliano makini (ma)nanasi (ma)onyo (ma)patano (ma)pigano mashuhuri (m)nyambuliko (m)paka (m)seja (ma)sikizano ndevu -nyambua -ongeza -punguza -rejesha -salimisha -tingisha udhia (vi)nono -zingatia -zirai

shame. cause t o fall, d r o p . some, among. cause t o last, uphold, m a k e permanent profit from, b e advantageous (c/. faida «•e s t r a n g e m e n t , separation, unpleasant dl Pt°^lJ par change, alter. V expensive. knock, hit hard, h a m m e r at. quarrel w i t h , wrangle, gainsay, squabble. find o u t t h e t r u t h , confirm on the truth. be troubled, b e in t u r m o i l , confused, anxio a t t e n d , b e present at a gathering. free, i n d e p e n d e n t (c/. hum). volunteer oneself. grow t h i n , b e c o m e lean, b e emaciated. discussion, d e b a t e . s t r e n g t h of character, dignity, serenity, intelligent pineapple(s). warning, advice. a g r e e m e n t , reconciliation, t e r m s . (c/. pigana) fight, battle. famous, outstanding. conjugation. border, division, frontier. bachelor. a g r e e m e n t after a discussion. beard. pull in pieces, conjugate. increase, m a k e m o r e , add. reduce, make less. cause t o return, bring back t o normal. cause t o be safe, m a k e safe, save. shake violently, cause a vibration. annoyance. .